Show simple item record

dc.contributor.authorClucas, Claudine*
dc.contributor.authorChapman, Hazel M.*
dc.date.accessioned2014-09-19T11:24:43Zen
dc.date.available2014-09-19T11:24:43Zen
dc.date.issued2014-05-21en
dc.identifier.citationClucas, C., & Chapman, H. M. (2014). Respect in final-year student nurse–patient encounters–an interpretative phenomenological analysis. Health Psychology and Behavioral Medicine: an Open Access Journal, 2(1), 671-685. DOI: 10.1080/21642850.2014.918513en
dc.identifier.doi10.1080/21642850.2014.918513en
dc.identifier.urihttp://hdl.handle.net/10034/326241en
dc.description"This is an Version of Record of an article published by Taylor & Francis in Health Psychology and Behavioral Medicine: An Open Access Journal on 21 May 2014, available online: http://www.tandfonline.com/10.1080/21642850.2014.918513 This is an open-access article distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/ licenses/by/3.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.en
dc.description.abstractVery little is known regarding health-care professionals’ understanding and experiences of respect towards patients. The study aimed to explore student nurses’ understanding and experiences of respect in their encounters with patients. Semi-structured interviews were conducted with eight final-year student nurses with practice placements across different health-care trusts in the UK. Transcripts were analysed using interpretative phenomenological analysis (IPA). Three super-ordinate themes were identified: understanding of what it means to show respect, negotiating role expectations and personal attitudes in practice, and barriers related to the performance of the nursing role. The factors identified should be investigated further and addressed as they are likely to influence patients’ experiences of feeling respected in nurse–patient interactions and subsequently their well-being and health-related behaviours.
dc.description.sponsorshipFunded by an internal University of Chester granten
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/toc/rhpb20/currenten
dc.rightsArchived with thanks to Health Psychology and Behavioral Medicineen
dc.subjectcommunicationen
dc.subjecthealth careen
dc.subjectinterpretative phenomenological analysisen
dc.subjectprofessional normsen
dc.subjectnursesen
dc.titleRespect in final-year student nurse–patient encounters – an interpretative phenomenological analysisen
dc.typeArticleen
dc.identifier.eissn2164-2850en
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalHealth Psychology and Behavioral Medicineen
dc.date.accepted2014-04-23
refterms.dateFOA2018-08-13T17:41:31Z
html.description.abstractVery little is known regarding health-care professionals’ understanding and experiences of respect towards patients. The study aimed to explore student nurses’ understanding and experiences of respect in their encounters with patients. Semi-structured interviews were conducted with eight final-year student nurses with practice placements across different health-care trusts in the UK. Transcripts were analysed using interpretative phenomenological analysis (IPA). Three super-ordinate themes were identified: understanding of what it means to show respect, negotiating role expectations and personal attitudes in practice, and barriers related to the performance of the nursing role. The factors identified should be investigated further and addressed as they are likely to influence patients’ experiences of feeling respected in nurse–patient interactions and subsequently their well-being and health-related behaviours.


Files in this item

Thumbnail
Name:
ClucasChapman2014.pdf
Size:
191.4Kb
Format:
PDF
Request:
article

This item appears in the following Collection(s)

Show simple item record